SPARK Your Interest

This Episode centers on the guiding principles in the selection and use of teaching methods. It will
also tackle lesson development in the OBTL way. The K-12 curriculum and teacher education curriculum
are focused on outcomes, standards, and competencies. This means that lessons must be delivered with
focus on outcomes. Likewise, this Episode dwells on types of questions, questioning and reciting
techniques that teachers make use of. The type of questions that teachers ask and their manner of
questioning and reacting to student responses have a bearing on class interaction. This Episode
strengthens the theories learned in the course. Teaching Methods and Strategies and in other professional
subjects in Education.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:
 identify the applications of some guiding principles in the selection and use of teaching strategies.
 determine whether or not the lesson development was in accordance with outcome-based
teaching and learning.
 identify the Resource Teacher’s questioning and reacting techniques.
 outline a lesson in accordance with outcome-based teaching-learning.

OBSERVE, ANALYZE, REFLECT

Activity 10.1 Applying the Guiding Principles in the Selection and Use
of Strategies

Resource Teacher: Mrs. Leila Umali Teacher’s Signature _____________ School: _______________
Grade/Year Level: Grade 10 Subject Area: EAPP Date: ________________

OBSERVE
Observe one class with the use of the observation sheet for greater focus then analyze my
observations with the help of the guide questions.
1. The more senses that are involved, the e.g. Teacher used video on how digestion takes
more and the better the learning. place and a model of the human digestive system.

2. Learning is an active process. The teacher prepares activities that encourages

students to actively participate with the class. Like
for example sharing their ideas about a given topic
or their personal experiences related to the lesson.
 3. A non-threatening atmosphere enhances The teacher has a positive aura that can lift up the
learning. mood in one class. The teacher creates a positive
learning environment wherein the students can feel
free to share what they think.

4. Emotion has the power to increase The teacher always making sure that the students
retention and learning. feel loved and appreciated. She also helps to
improve the confidence of the learners and
encouraging them to speak.

5. Good teaching goes beyond recall of The teacher always starts the lesson by recalling
information. or recapping the lesson they discussed from
yesterday. They encourage learners to think
deeper intellectual ideas.

6. Learning is meaningful when it is The teacher usually has discussion that can be
connected to student’s everyday life. related to the real-world experiences by the
students. They give examples related to real life
situations.

7. An integrated teaching approach is far The teacher stands as a facilitator and the
more effective than teaching isolated bits students are the one who discussed the lesson.
of information. The teacher used student-centered approach.

ANALYZE
What is the best method of teaching? Is there such thing?
Some students want to learn in different ways. Some method might be applicable to one student
but we can’t guarantee that it will be applicable to other learners. It is important that the teacher know
his/her skills to know what compatible ways of teaching he/she should do. Teaching is a difficult art, and
teachers must be trained in a variety of techniques. There are times when a particular method will work
better due to the students involved or the topic at hand. Other topics and students, such as hands-on
exploration, may be better suited to exploratory methods. Teacher must have different methods or ways of
teaching that are applicable or compatible to every individuals or learners.
REFLECT
Reflect on this question.
How do we select the appropriate strategy for our lessons?
Teacher must analyze first the learners. The teacher needs to be aware of the capabilities and skills they
have. I believe we should first consider the content of the lesson that we will teach. Then, at the end of our
discussion, we must establish our goals or objectives. We must also align our strategies and methods in
order for our lesson discussion to run smoothly. The teaching strategies must align to the learning
objectives or outcomes.

Activity 10.2 Determining Outcome-Based Teaching and Learning

Resource Teacher: _________________ Teacher’s Signature _____________ School: _______________

Grade/Year Level: __________________Subject Area: __________________ Date: ________________

OBSERVE
Observe a class and answer the following questions.
1. Did the Teacher state the learning objectives/intended learning outcomes (ILO’s) at the beginning
of the class? Did he/she share them with the class? How?
No.

2. What teaching-learning activities (TLAS’s) did he/she use? Did these TLA’s help him/her attain
his/her lesson objectives/ILOs? Explain your answer.
The teacher usually used collaborative work wherein the students will work in a group. The
teacher always encourages the learners to participate and actively join the discussion.

3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson objectives/ILO’s?
The teacher used group activities and written assessments to assess students. Those
evaluations are in line with the lesson's objectives/ILOs. The activities or assessment given
by the teacher are aligned to the learning objectives.
ANALYZE
What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
Outcome-Based Teaching and Learning is essential in the learning process of every learner. It is
connected with curriculum design and ensuring that the contents, delivery, activities, and assessments are
all aligned to help students achieve specific learning outcomes. It helps the teacher set a clear expectations
to foster development in every learner.

REFLECT
Reflect on the use of OBTL.
Outcome-based teaching and learning focuses on the potential outcomes of a student as he or she
completes a specific course. His/her outcome will serve as the foundation for all of the knowledge gained
over the course of the course. It is clear understanding of intended learning outcomes facilitates the design
of an effective curriculum. I believe that OBTL significantly increases our ability to compete on a global
scale because it specifically determines the authentic education that allows students to put their learning
into practice through performance-based assessment. Students benefit from this learning since they can
apply it to their everyday experiences. This allowed OBTL students to monitor their progress and determine
whether a particular field was a good fit for them. Through OBTL, teachers can give students more
structured learning opportunities, resulting in higher-quality instruction.

Activity 10.3 Applying Effective Questioning Techniques

Resource Teacher: _________________ Teacher’s Signature _____________ School: _______________

Grade/Year Level: __________________Subject Area: __________________ Date: ________________

OBSERVE
Observe a class activity. You shall focus on the question that the Resource Teacher asks during
the classroom discussion. Write the questions raised and identify the level of questioning.
Types of Question Examples of Questions that the Resource Teacher
Asked.

1. Factual / Convergent The teacher asked the students what they learned,
Closed / Low Level what they realized and how they feel about the
poem that is presented to them. s
 2. Divergent / Higher-order / Open-ended / The teacher asked the students to find words that
Conceptual represents the Five senses.

a. evaluation The teacher asked the students to find lines that

represents the meaning of the poem.

b. inference The teacher asked what the learner’s thought

about the poem that they read.

c. comparison The teacher asked the students to find the different

term to the unfamiliar words they found in the
poem.
d. application The teacher asked the students to use the
compound words found in the poem in a sentence.

e. problem-solving The teacher asked the students to find words that

represent age

3. Affective The teacher asked the students how they interpret

the poem that presented to them.

ANALYZE
1. Neil Postman once said, “Children go to school as a question marks and leave school as periods!”
Does this have something to do with the type of questions that teachers ask and the questioning
and reacting techniques that they employ?
When a child is born, his or her brain is empty. Children, as they grow older, have many
questions in their minds, but every time they leave school, they learn something new
lessons. And the question mark in their head will be replaced by a new knowledge
because they know the answer. The teacher will plan his lesson. Motivation, lesson
presentation, discussion, generalization of the lesson, application to the children, and
evaluation of whether the children understand the lesson are all part of his plan. It is
dependent on the lesson. Education supervisors, district supervisors, principals, and
department heads have observed many teachers asking mostly "what" questions
throughout the session or class. A question, according to Webster, is any sentence with an
interrogative form. It can be answered with a yes or no or with other information. Having an
effective questioning may clear learners understanding and boost they confidence to
participate actively during class discussion.
REFLECT
Reflect on
The importance of using various reacting techniques
What is the significance of employing various reaction techniques? The following
techniques can help: providing feedback on whether a response is correct or incorrect. When giving
corrective feedback, keep in mind that the reaction "That's wrong" can turn a learner off or embarrass them.
It is a good practice to have an active interaction in a class discussion. Giving appropriate correction to the
learners are important, it will give the students the confidence to try and try until they accomplish what
they’re doing rightly. Giving praises and showing non-verbal encouragement can help the students boost
their confidence.